Neuroscience Applied to the Teaching of Youth and Adults: Assertive Pedagogical Practices

Bruno Felipe da Silva Costa; Mariana Domitila

DOI: 10.22167/2675-6528-202602733

Article derived from a Course Conclusion Work (TCC), with content based on the student’s original work and adapted to the editorial format of the E&S Magazine with the support of the ResumeAI tool, an artificial intelligence solution developed by Instituto Pecege for textual synthesis and organization.

Summary

The research investigated the pedagogical practices adopted in the context of Youth and Adult Education (EJA). The objective was to understand the methodologies employed, the professionals’ perception of the results, and to expose concepts from neuroscience, such as neurodevelopment, neuroplasticity, memory, executive functions, and emotional regulation, to demonstrate the need for their appropriation in teaching practice and in daily school life, aiming for inclusive education and the development of capacities not previously addressed. The methodology included a bibliographic review on neuroscience and EJA, and applied a questionnaire to EJA teachers and students in a school in the interior of Minas Gerais, which sought to identify practices and obstacles in the teaching-learning process. The results revealed a profile of EJA students in a rejuvenation process, but still marked by low income, work, and school interruptions. Intrinsic and environmental factors were identified, such as sleep, nutrition, excessive screen use, fatigue, and disinterest, which hindered learning. It was observed that, although most teachers considered the students’ reality, there were inconsistencies in curriculum adaptation and participation in specific pedagogical initiatives for EJA, with 75% of students not perceiving varied teaching strategies. It was concluded that the lack of understanding and disregard for these factors and particularities of EJA students result in ineffective teaching. The application of neuroscience-based strategies was suggested to promote better understanding and learning, highlighting the need for educational actors to incorporate these peculiarities for a transformative education.

Keywords: Youth and Adult Education; Neurosciences; Assertive practices.

1. Introduction

Youth and Adult Education (EJA) constitutes a modality of teaching present in various Brazilian educational networks, with the fundamental purpose of repairing the temporal gap in the school trajectory of individuals who, for various reasons, could not complete their studies at the opportune age. This modality seeks to solve problems such as age-grade distortion, dropout, and school evasion, promoting conditions for the particularities of these students to be duly incorporated into the teaching process.

The relevance of EJA is supported by legal frameworks, such as Article 208 of the Federal Constitution of 1988, which establishes the mandatory nature of night school, and Article 4 of the Law of Directives and Bases of National Education (LDBEN) 9394/96, which emphasizes the importance and mandatory nature of EJA, respecting the specific conditions of these students. Both texts ensure the right of access and the need for differentiated pedagogical approaches for meaningful and effective teaching, considering the reality and particularities of the students.

However, understanding these particularities and the need to integrate multiple knowledges into pedagogical practice are paramount. A single approach for diverse audiences can result in ineffective and meaningless teaching. In this context, the school team’s understanding of the fundamentals of neuroscience applied to this audience becomes essential to improve teaching methodologies.

A gap is observed in the field of study, given that neuroscience has been widely explored in the development of children and adolescents, but there is still an area to be explored regarding the teaching and multiple forms of learning of the adult individual. Such perspectives are often neglected, especially in the context of EJA, which denotes an undervaluation of this modality compared to regular schooling and aggravates the differential treatment between the night and day shifts.

To address this gap, it is fundamental to integrate neuroscience concepts, such as neurodevelopment, neuroplasticity, memory, executive functions, and emotional regulation, considering the specificities of the EJA audience. Furthermore, andragogy and factors such as understanding emotion, the function of sleep, nutrition, social conditions, classroom environment organization, and the teacher-student relationship are crucial for a more effective teaching and learning process.

The appropriation of these concepts in teaching practice and in the school routine is necessary to promote inclusive education, capable of developing hitherto unexplored capacities in these students. Given the need to deepen knowledge about the pedagogical practices adopted in the context of Youth and Adult Education and the professionals’ perception of the results, this work aims to investigate the practices adopted within the classroom context aimed at the Youth and Adult Education (EJA) public, seeking to understand the methodologies employed and the perception of professionals working in this modality regarding expected and perceived results, in addition to exposing neuroscience concepts based on the particularities of this public and the methodologies directed by education professionals, in order to present strategies derived from neuroscience applied to this population to elicit methods that promote better understanding and better utilization.

2. Material and Methods

The present investigation was characterized as a case study, designed to deepen the understanding of pedagogical practices aimed at Youth and Adult Education (EJA). The study sought to identify the specificities of the researched object, as advocated by Gil (2010), who highlights the focused analysis of one or a few objects for broad and detailed knowledge. The methodological approach aimed to understand the methodologies employed and the perception of professionals working in this modality, as well as to expose neuroscience concepts applied to this audience.

The empirical object of the research focused on the teaching and learning process of EJA (Youth and Adult Education) classes. The investigation was carried out in a school unit located in the interior of Minas Gerais, which serves this teaching modality. Initially, the research was based on the collection of institutional data, which proved crucial for understanding the school’s social context, its results, and the composition of its professional staff and physical structure.

In a second moment, the documentary analysis of the educational institution was carried out. This stage aimed to gather data that would allow us to understand the student profile, the composition of the teaching staff, and the possible pedagogical strategies and interventions adopted by the school for the EJA modality. The documentary analysis provided an initial overview of the functioning and existing pedagogical approaches.

For the primary data collection, a semi-structured questionnaire was used. The research participants were teachers, members of the school management, and students attending EJA classes at the selected school unit. The application of the questionnaire sought to capture the pedagogical practices adopted and the obstacles perceived by these educational actors in the teaching-learning process.

In parallel with the empirical data collection, a comprehensive literature review was conducted. This review focused on understanding and applying neuroscience concepts in the context of adult and youth education. The literature consulted included various authors who address the topic, providing a theoretical framework for analyzing the perceptions captured and for proposing strategies.

The analysis of the collected data, both through the questionnaire and the bibliographic review, was qualitative in nature. A scrutiny of the responses obtained was carried out, confronting the main identified factors with the theoretical perspectives of neuroscience and education. This approach allowed for an in-depth understanding of the practices and challenges in teaching EJA, according to the case study proposal (André, 1984).

Regarding the ethical aspects, the research followed institutional guidelines, with the completion of the Ethical Considerations Form (ECF). The investigation was exempted from submission to the Research Ethics Committee (CEP), according to the situations provided for in CNS Resolution No. 510/2016. All data were collected anonymously and without personal identification of the participants, ensuring the privacy and confidentiality of the information.

3. Results and Discussion

This section details the results obtained in the research, which had as its central focus the analysis of pedagogical practices in Youth and Adult Education (EJA) from the perspective of neuroscience. To this end, the investigation sought to identify the factors that contribute to or hinder the achievement of the objectives of this teaching modality, through the application of questionnaires to students and teachers from a school institution in the interior of Minas Gerais. The selected school, which offers various stages and teaching modalities, is located in an area of social vulnerability, encompassing different neighborhoods in its surroundings, which contextualizes the reality of the participants.

Profile of EJA students

The analysis of the EJA student profile revealed important demographic characteristics. A parity was observed between genders, with twelve male and eleven female students. Regarding age group, the highest expressiveness was from individuals between eighteen and twenty-three years old, totaling sixteen students, followed by the age groups of twenty-four to twenty-nine years and thirty to thirty-five years, both with two students. The age groups of thirty-six to forty-one years, forty-seven to fifty-two years, and over fifty-two years presented one student each. In relation to color, the white option was the most declared, with twelve students, while five identified as black and one as brown.

This data indicates a change in the profile of EJA students, who, according to Haddad (2015), have been characterized by a rejuvenation in recent years, with a greater presence of young people compared to the past. However, the finding about the students’ race differs from studies such as Silva’s (2010), which points to the majority of EJA students as Black. This discrepancy suggests the need to rethink the school’s pedagogical practices and directions in order to adapt to the current reality of the audience. Carrano (2007) emphasizes that a lack of understanding of age differences and the particularities of the audience can distance teaching from the student’s reality, making it essential to adapt to multiple realities and life contexts.

Socioeconomic profile of EJA students

The socioeconomic profile survey of EJA students allowed the identification of factors that can influence the teaching-learning process. It was found that forty percent of students reside in households with one to three people, while thirty-five percent live with four to seven people. Regarding parenthood, thirty-eight percent of students have children, and sixty-two percent do not. Concerning marital status, sixty-seven percent are single and thirty-three percent are married. The majority, sixty percent, own their homes, while forty percent reside in rented properties. The mothers’ educational level of the students is predominantly low, with twenty-seven percent having completed up to the fourth or fifth grade of elementary school, and thirty-two percent of students declared not knowing their mothers’ educational level.

The research also revealed that sixty-seven percent of EJA students work, and the majority (sixty percent) work up to eight hours a day, while thirty-two percent work more than eight hours. The composition of family income indicated that forty percent of students did not know their income, thirty-eight percent received up to three minimum wages, and thirty percent received welfare benefits. These findings corroborate the literature that points to the influence of socioeconomic factors on the school trajectory. Leon and Menezes-Filho (2002) and Soares et al. (2015) highlight that family size and socioeconomic conditions can affect school performance and retention. The need to work early for subsistence, according to Frigotto (2005), is also a relevant factor that impacts the lives of these students.

The reality of these students, marked by long working hours, low income, and, in many cases, family responsibilities, creates a context of vulnerability that directly interferes with learning. Factors such as reduced hours of sleep, deficient nutritional quality, and lack of time for memory consolidation are elements of daily life that, from a neuroscience perspective, can compromise the effectiveness of the teaching process. Herculano (2002) emphasizes that educators and parents act as agents of brain changes, and understanding these challenges is crucial for developing assertive pedagogical strategies that promote the necessary stimulus for learning.

Factors that can contribute to learning deficit

When investigating the factors that may contribute to learning deficits, research revealed that forty-five percent of students sleep between four and six hours per night, while fifty percent sleep from six to eight hours. Lack of sleep was pointed out by sixty-five percent of students as a factor that hinders productivity during the day. Regarding diet, thirty-five percent of students have one to two meals a day, and forty-five percent have two to three. School lunch is considered important by ninety-five percent of students, and eighty percent report feeling more attentive after consuming it. Physical exercise practice is low, with only ten percent of students stating they practice it, and ninety percent are unable to participate in Physical Education classes. Furthermore, one hundred percent of students declared spending more than two hours a day on social media.

These indices, correlated with neuroscience studies, indicate that students’ environmental and behavioral factors act as significant obstacles in the teaching and learning process. Poor sleep quality, inadequate nutrition, and sedentary lifestyles are elements that directly affect cognitive functions, such as attention, memory, and reasoning, which are essential for learning. Excessive screen exposure, in turn, can negatively impact brain development and concentration capacity. Understanding these hindrances is fundamental for building mitigating mechanisms that promote a more effective and inclusive learning environment, especially in the context of EJA.

Implicit factors that may contribute to the learning deficit (Teachers’ perception)

The perception of teachers regarding factors that can contribute to learning deficits complements students’ views. Fifty percent of teachers stated they had already read or studied neuroscience, while the other half had not. One hundred percent of teachers witness students sleeping during classes and one hundred percent observe frequent mobile phone use in the classroom. Fifty percent of teachers perceive some change in students’ attention span after snack time, and the other half do not. All teachers (one hundred percent) believe that Physical Education classes should consider students’ schedules, recognizing the difficulty of participation due to work hours.

The integration of student and teacher responses reveals that implicit factors such as sleep, nutrition, physical activity, and excessive exposure to social media act jointly, compromising the effectiveness of the teaching and learning process. Memory, fundamental in learning, is directly affected by sleep quality, which also influences attention, mood, and reasoning, according to Lent (2010). The mnemonic process, involving acquisition, decoding, consolidation, and storage, depends on meaningful teaching and favorable environmental factors to transform short-term memory into long-term memory (Cheniaux, 2005). Lack of sleep, common among EJA students due to their multiple responsibilities, contributes to attention deficit and poor learning.

Effective learning, as highlighted by Guerra (2015), requires student attention and the consolidation of this function through sleep, which allows for the selection of relevant and significant stimuli. Disregarding the reduction in sleep hours and its impacts can lead to a mistaken attribution of lack of interest on the part of students. The promotion of dynamic and integrative content, taking into account students’ reality, can aid in retention and attention. The excessive use of cell phones and social media, with one hundred percent of students spending more than two hours a day, and teachers’ observation of its overuse, is another critical factor. Dunckley (2015) and Desmurget (2021) warn about the negative effects of excessive screen time, which can affect attention and cognitive development, increasing the risk of neurodegenerative diseases, according to a study in the Journal of Neuroscience (2022). Boyce (2014) also highlights impacts on the circadian cycle, obesity, blood pressure, diabetes, attention, and memory.

The importance of nutrition was also highlighted, with eighty percent of students reporting improved attention after school meals. Bezerra, Neto, and Santos (2012) and Murphy (2007) corroborate that nutritious school meals promote better performance and positive behavioral changes. For EJA students, who often have low incomes and exhaustive work schedules, adequate nutrition becomes a challenge, directly impacting focus and attention in classes. Physical activity, in turn, is of utmost importance for motor and cognitive development, promoting greater blood circulation and neural activity (Bonfim et al., 2019; Ramos, 2020; Silva, 2020). The low participation of EJA students in Physical Education classes, with ninety percent unable to participate due to scheduling, represents the loss of a crucial moment for the enhancement of neuroplasticity and other skills.

Factors related to the school life of EJA students

The student journey of EJA students is marked by significant challenges. The research revealed that forty percent of students failed more than twice, and fifty-two percent failed twice. The main reasons for failure include difficulty in learning the content (twenty percent), fatigue (twelve percent), disinterest (twenty-three percent), school far from home (twelve percent), incompatible schedule (sixteen percent), and work (eight percent). Ninety percent of students have already stopped attending school, with thirty-four percent having gone more than five years without studying. Work makes it difficult for eighty percent of students to attend the first class of the day, and seventy-seven percent find it difficult to keep up with the content taught. Fatigue (fifty-nine percent) and difficulty in learning the content (twenty-nine percent) are the main reasons that hinder learning.

These data corroborate the observations of Soares and Togni (2007) and Haddad and Di Pierro (2000), who highlight the high rate of failures, abandonment, and school dropout as characteristics of EJA. The reasons for interruptions in studies, such as fatigue, disinterest, work, and scheduling conflicts, are intrinsically linked to the lives of these students and must be considered in pedagogical planning. The high percentage of dropout (ninety percent) and the long period out of school (thirty-four percent for more than five years) highlight the complexity of these students’ trajectories, according to Inep (2021) and Lensky (2006). The congruence between studies and work, with eighty percent of students having difficulty attending the first class, demonstrates that the exhausting work schedule compromises academic performance.

The choice for EJA, mainly motivated by the continuation of studies (twenty-nine percent), search for a better job (twenty-three percent), and the pursuit of higher or technical education (twenty percent), reveals that these young people and adults see education as an opportunity for social improvement. This perspective challenges the stigmatization of EJA as education for “students with problems” or merely for obtaining a certificate. The findings reinforce that, more than a diploma, students seek to transform their life conditions, which requires a pedagogical approach that recognizes and values their aspirations.

Perspectives of night school – teachers and managers

The analysis of the perspectives of teachers and managers on night school revealed that the majority of professionals have been working at the institution for more than one year, with thirty-four percent between one and four years, and twenty-four percent between six and eight years, and another twenty-four percent for more than eight years. Ninety-two percent of teachers state that they consider students’ reality in their planning, but eight percent do not. Regarding curricular adaptation for EJA (Youth and Adult Education), fifty-three percent indicated that it exists, while forty-seven percent said it does not. The frequency of meetings to discuss EJA strategies is varied, with thirty-eight percent occurring once per bimestre and thirty percent reporting that there are no discussions about EJA. Only twenty-three percent of professionals participated in any school proposal to improve EJA, while seventy-seven percent did not participate.

One hundred percent of the teachers state that there is an adaptation of the content taught in relation to EJA (Youth and Adult Education), and sixty-nine percent consider the learning recomposition process continuous. However, only forty-seven percent believe that interventions are effective, and ninety percent attribute the low effectiveness to student disinterest, while ten percent mention incompatible schedules. The mix in the professionals’ time of service, with a significant portion having less than four years at the institution, can impact in-depth knowledge of the students’ reality and the construction of a bond, according to Libâneo (1994) and Souza (2008). The disregard for students’ reality by eight percent of teachers can compromise the teacher-student relationship and make the content distant, which, according to Guerra (2015), prevents the production of stimuli and reorganization of the Nervous System, essential for meaningful learning.

The ambiguity regarding curriculum adaptation (fifty-three percent yes, forty-seven percent no) and the low frequency of meetings to discuss EJA strategies (thirty percent no discussions) indicate a lack of unambiguous direction and effective pedagogical planning, as highlighted by Lück (2009). The low participation of professionals in EJA improvement proposals (seventy-seven percent did not participate) suggests a lack of engagement and integration between the management and teachers in building assertive proposals, according to Dayrell and Jesus (2013). Although one hundred percent of teachers claim to adapt content, the perception that interventions are ineffective and the attribution to students’ “disinterest,” without delving into mechanisms to make teaching more meaningful and attractive, reveal a gap in understanding the particularities of this audience, as pointed out by Leão, Dayrell, and Reis (2011).

Students’ perception regarding the school experience

Students’ perception of their school experience reveals crucial aspects of their relationship with teachers and the teaching methodology. Eighty-eight percent of students believe that teachers care about their learning, while twelve percent do not. Regarding the relationship with other school professionals, forty percent classify it as “very good”, twenty-six percent as “good”, twenty-two percent as “normal”, four percent as “fair”, and eight percent as “poor”. Seventy percent of students state that the teacher helps when they have doubts about the content, but thirty percent do not. However, only twenty-five percent of students perceive that teachers use varied strategies for better teaching, while seventy-five percent state that they do not.

Despite a generally positive perception of teachers’ concern and assistance in resolving doubts, the low perception of varied teaching strategies by seventy-five percent of students is an alarming fact. Freire (1996) discusses that the educator’s function goes beyond merely transmitting content, and should awaken criticality and creativity. Guerra (2015) reinforces that education should provide capabilities for new practices and changes. Neuroscience, as highlighted by Relvas (2012), emphasizes the importance of different strategies for capturing and consolidating content in the adult individual, exploring neuroplasticity. Emotion and affect in the learning process, according to Izquierdo (2018) and Naxara and Ferreira (2017), are fundamental for knowledge retention, and the disregard of these factors can lead to a lack of stimuli and less effective learning.

In summary, the research results highlight a profile of EJA students in constant transformation, with a notable rejuvenation, but still facing socioeconomic and environmental challenges that directly impact their learning capacity. Lack of sleep, inadequate nutrition, sedentary lifestyle, and excessive screen use are factors that, from a neuroscience perspective, compromise attention, memory, and reasoning. Although teachers show concern and adapt content, there are inconsistencies in curricular adaptation and participation in specific pedagogical initiatives for EJA, and most students do not perceive the variety of teaching strategies. The lack of understanding and disregard for these particularities of EJA students result in ineffective teaching, reinforcing the need for educational actors to incorporate these elements to promote transformative and assertive education, aligned with the integral and social development objectives of these individuals.

4. Conclusion

This study sought to investigate the pedagogical practices adopted in Youth and Adult Education (EJA), aiming to understand the methodologies employed and the professionals’ perception of the results, in addition to presenting neuroscience concepts to demonstrate the need for their appropriation in teaching practice. A profile of EJA students in a rejuvenation process was observed, although still marked by low income, work, and school interruptions. It was identified that intrinsic and environmental factors, such as sleep quality, diet, excessive screen use, fatigue, and disinterest, act as significant obstacles in the teaching-learning process. It was observed that, despite the majority of teachers considering the students’ reality, there were inconsistencies in curricular adaptation and participation in specific pedagogical initiatives for EJA, with a significant portion of students not perceiving the use of varied teaching strategies. The main contribution lies in demonstrating that the lack of understanding and disregard for these factors and particularities of EJA students result in ineffective teaching, and that the incorporation of neuroscience-based strategies is fundamental to promoting a more inclusive and transformative education.

The nature of the study, focused on a single institution in the interior of Minas Gerais, limits the generalization of the findings, although it reveals valuable insights into the local reality of EJA. However, the results reinforce the urgency for educational actors to incorporate the peculiarities of students, such as aspects of neurodevelopment and neuroplasticity, to optimize the utilization and development of capabilities. It is suggested that future studies explore the implementation and evaluation of teacher training programs in neuroscience applied to EJA, as well as the effectiveness of pedagogical interventions based on these principles, aiming at the construction of a more assertive learning environment aligned with the needs of this audience.

Bibliographic References

ANDRÉ, M. E. D. A. 2001. Pesquisa em educação: buscando rigor e qualidade. Cadernos de Pesquisa, n. 113, p. 51-64.

BRASIL. Lei nº 9.394, de 20 de dezembro de 1996.Brasília. Presidência da República casa civil, 20 dez 1996.

Constituição Federal, 1988 [Referência completa não encontrada no documento original]

GIL, Antônio Carlos. Métodos e técnicas de pesquisa social. 2010, 5. ed. Atlas, 1999. Como elaborar projetos de pesquisa, São Paulo, SP, Brasil.

HADDAD, S. Sistematização de práticas não escolares e ações coletivas: o sentido da educação popular hoje. In: REUNIÃO NACIONAL DA ANPED, 37., 2015, Florianópolis. Anais[…] Rio de Janeiro: ANPED, 2015. p. 1-23.

Resolução CNS, 510/2016 [Referência completa não encontrada no documento original]

SILVA, J. L. (2010). Permanência e desempenho na EJA: um estudo sobre eficácia escolar no Programa de Educação de Jovens e Adultos do Município do Rio de Janeiro. Tese (Doutorado em Educação) – Pontifícia Universidade Católica do Rio de Janeiro

Article originating from a Final Coursework on Neuroscience and Learning in Education

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